Instructor: Kelly Gould

Lesson Title: Beginning Sounds

Curriculum Area: Reading (Phonics)
minutes

Grade Level: 1st Grade

Date: September 2, 2015
Estimated Time: 15

Standards Connection:
General Education Standard 1.21.
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
Extended Standard R. ES 1.3.
Identify the beginning sound of a word spoken aloud.
Learning Objective:
The student will be able to:
1. Identify the beginning sound in five rhyming words.
Kid Friendly Objective:
I can make the sound of the first letter in a word.
Evaluation of Learning Objective:
1. The student will be able to orally pronounce the beginning sound of the
words mat, cat, hat, rat, and bat with 4/5 correct.
Engagement:
The teacher will show the students pictures of the words they will be making
today. She will show them a mat, a cat, a child sitting, a hat, and a bat.
Show the students a picture of a cat. What is this a picture of? Thats right.
This is a picture of a cat. Can you say this word after me? C-at. Now its your
turn. Ok, lets say this one one more time. C-at. Students repeat the word
slow just like you said it. Good now say that word fast. Cat. Great job. What is
this picture again? Cat.
Show the students a picture of a mat. What is this a picture of? Thats right.
This is a picture of a mat. Can you say this word after me? M-at. Now its your
turn. Ok, one more time. M-at. Students repeat the word slowly just like you
said it. Good now say that word fast. Mat. Great job. What is this picture
again? Mat.

Show the students a picture of a rat. What is this a picture of? Good. This is a
rat. Say this word after me? R-at. Now its your turn. Students repeat the
word slowly just like you said it. I didnt hear you J. Say it with me. R-at. Good
job. Lets say it one more time. R-at. Now say the word fast. Rat. Perfect
work. What is this picture? Rat.
Show the students a picture of a hat. What is this? Good this is a hat. Say this
word after me. H-at. Now its your turn. Great. Say it one more time. H-at.
Good job, now can you say the word fast? Hat. Good. Now what is this
picture? Hat.
Show the students a picture of a bat. Do you know what animal this is? This
animal is a bat. Did you know that bats sleep during the day and stay awake
at night? Isnt that cool? Can you say this word after me? B-at. Now its your
turn. Good job. Say it one more time. B-at. Now say the word fast. Good job!
Say Bat. Bat.
Now that we have looked at the pictures and practiced our words lets look at
some letters.
Design for Learning:
I.

Teaching:
Today we are going to learn to make the sound of the first letter in each
word we just learned.
The teacher will show the students the letters m, c, b, h, and r. The
teacher will model the sound each letter makes.
Show students the letter M. Lets look at this letter. What is this letter?
Thats right. This is an m. What sound does m say? Good you close your
lips and make the /m/ sound. Everyone make the /m/ sound with me.
Show students the letter C. Lets look at this letter. What is this letter?
Thats right. Very good job. This is a c. Can someone tell me what sound
a c makes? Yes, the c makes a /k/ sound. Everyone make the /k/ sound
with me.
Are you ready for our next letter? Show students the letter B. What is this
letter? Yep, this is a b. What sound does the letter b make? Good the
letter b says /b/. Everyone make the /b/ sound with me.
Show students the letter h. What letter is this? What sound does the h
make? Thats right the h makes the /h/ sound. Everyone make the /h/
sound. Great job.

Okay this is our last letter. Show the students the R. What letter is this?
That is right this letter is an R. What sound does this letter make? The R
makes the /r/ sound. Everyone make the /r/ sound. Wonderful work.
The teacher will show the students the word at. She will model the sound
that the two letters make together.
Lets take a look at these two letters together. Does anyone know what
word this is? That is correct, student J. This word is at. Can everyone say
at? Wonderful.
The teacher will place an m in front of at. What letter is this again? This
is an m and the m makes a what sound? Thats right a /m/ sound. Lets
take this letter place it in front of this word. Does anyone know what this
word is now? Lets figure it out. Make the /m/ sound and then add at. Say
it with me. M-at. What word did we just make? Thats right we just made
the word mat. Show them the picture. What sound did we make first in
the word mat? What sound did we make before we said at? Thats right,
wow I am so proud of you. The first sound we made was /m/. Do you want
to try another one?
The teacher will place a c in front of at. What letter is this again? This is
an c and the c makes a what sound? Thats right a /k/ sound. Lets take
this letter place it in front of this word. Does anyone know what this word
is now? Lets figure it out. Make the k/ sound and then add at. Say it with
me. C-at. What word did we just make? Thats right we just made the
word cat. Show them the picture. What sound did we make before we said
at? Thats right, wow I am so proud of you. The first sound we made
was /k/. Do you want to try another one? You guys are smarty-pants!
The teacher will place an b in front of at. What letter is this again? This
is an b and the b makes a what sound? Thats right a /b/ sound. Lets take
this letter place it in front of this word. Does anyone know what this word
is now? Lets figure it out. Make the /b/ sound and then add at. Say it
with me. B-at. What word did we just make? Thats right we just made the
word bat. Show them the picture. What sound did we make before we said
at? Thats right, wow I am so proud of you. The first sound we made
was /b/. Do you want to try another one? I love how well you are all saying
your sounds.
The teacher will place a h in front of at. What letter is this again? This is
an h and the h makes a what sound? Thats right a /h/ sound. Lets take
this letter place it in front of this word. Does anyone know what this word
is now? Lets figure it out. Make the /h/ sound and then add at. Say it
with me. H-at. What word did we just make? Thats right we just made the

word hat. Show them the picture. What sound did we make first in the
word mat? What sound did we make before we said at? Thats right, wow
I am so proud of you. The first sound we made was /h/. Do you want to try
one more? Yay! You are working so hard.
The teacher will place a r in front of at. What letter is this again? This is
an r and the r makes a what sound? Thats right a /r/ sound. Lets take this
letter place it in front of this word. Does anyone know what this word is
now? Lets figure it out. Make the /r/ sound and then add at. Say it with
me. R-at. What word did we just make? Thats right we just made the
word rat. Show them the picture. What sound did we make first in the
word rat? What sound did we make before we said at? Thats right, wow I
am so proud of you. The first sound we made was /r/. Great work you
guys! You are working so hard for me today!
II.

Opportunity for Practice:

The teacher will make the different words for each student in the small
group. The student will read the word, look at the picture, and then tell the
teacher what sound the word begins with. Each student will get the
chance to read all five words. Okay, I want you all to look at this word.
What word is this? Good this word is rat. Student J, can you tell me what
sound this word starts with? Thats right it starts with the letter r, but what
sound does the letter r make? Good the letter r makes the /r/ sound, so
what sound does this word start with? Good it starts with the /r/ sound. Go
through all of the words and let one student practice at a time while the
other students watch and listen.

III.

Assessment:
The student will identify the beginning sound in four out of five words
when being told the word verbally (except group 3. They are allowed to
look at the word). The teacher will walk each student through the five
words. Ok, tell me what you hear. What is the first sound you hear in the
word rat? Give the student a check on your rubric for a correct response
and an x for an incorrect response. The student must answer with the
sound and not just the letter. The teacher may guide them by asking the
question a maximum of three times. Go through each word with each
child. While you are assessing one child allow the others to look at the
pictures and practice saying the words.

IV.

Closure:
While others are being given assessment the other students will be
allowed to look at the pictures and practice saying their words. After
assessment, if time allows, the teacher will revisit the pictures and words

with the group. Lets practice these words one more time together. Can
you say rat? What sound do you hear first? What sound do you hear
second? What sound do you hear last? Good job! The teacher will go
through the words using the pictures using this script until it is time for
the next rotation.
Differentiation Strategies:

Group 1: Student Kam, Student M, and Student Sham.

Group 2: Student Kr, and Student Jo. Redirect student Jo by asking if he wants
a sticker.
Group 3: Student Jay, Student Jer, and Student Jan. Student Jay and Jer cannot
sit next to each other. Students will need extra practice. Students can tell the
teacher the first sound while looking at the word itself rather than being told
the word verbally.
I will make sure that all students are speaking and making the sounds
through the entire lesson. Make sure to watch Jo, Jer, and Jay for this.
o Extensions:
I will have students that can already read the beginning sound
practice substituting the sounds themselves. They will be able to
use the letter cards and work with higher level words.
Students can also create their own set of rhyming words with
the word card. They will be given an ending and can add letters
to the beginning to create new words.
If the entire group seems to understand the material, change
the endings of the word to see if they can substitute phonemes
at the end.

Materials and Resources:

Large letter cards (m, p, c, s, h, and at.)

Pictures (hat, cat, rat, bat, mat)
Checklist for Assessment
Words printed out on a sheet of paper for assessment

Reflection:
This lesson was designed using an extended standard where students were
expected to be able to isolate and identify the beginning sound in five different
rhyming words. Rhyming words were selected so that students could identify the
beginning sound easier. If the ending stayed the same the idea of beginning sound
would be more easily introduced. This concept worked for my students and they
knew what I wanted them to do when I said make the beginning sound.
Occasionally, they would tell me the beginning letter but if I re-asked the question
they would change their answer. The students enjoyed the beginning of the lesson
with the pictures. I realized that during whole group instruction, even in a small

group, you have to ask questions of each child rather than the whole group. One
child in my first group knew the answer to every problem which didnt give the
other children in the group time to think about the answer. He would answer out
loud and then give away the answer to the other two students. I should either give
the students wait time to think before they all answer together or ask one student
one question at a time. The next thing I would change about this lesson is the
procedure for assessment. I gave the students the word in front of them when I
asked them what sound they heard first in any given word. For example, I would ask
them what sound they hear first in the word Rat and I would show them the word.
When they saw the word the answer was given away without actually having to
hear the sound audibly. Next time I would show them the picture and ask them what
sound they hear first. This way they are not shown the letters. My teachers main
suggestion was to allow wait time, and I figured that out while my lesson went
along. My lesson progressively got better each time I taught it. I taught to three
groups. The first and third group, the second grade group, performed the highest.
The first grade group, group two may need some additional help and practice next
week.